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DEVELOPMENT of TEACHER ORGANIZATIONAL IDENTİTY PERCEPTION SCALE: VALIDITY AND RELIABILITY STUDY

Year 2019, Issue: 52, 96 - 117, 27.10.2019
https://doi.org/10.21764/maeuefd.568144

Abstract

The aim of this study is to develop a Teacher Organizational Identity
Perception Scale (ÖÖKAÖ) to measure teachers' perceptions of organizational
identity and determine the relationship between the level of teachers’
satisfaction from teaching profession and organizational identity perception.
The validity and reliability studies of the ÖÖKAÖ developed by the researchers
were conducted on 204 (Female: 137, Male: 67) teachers. SPSS 21.00 package
program was used to analyze the data. ÖÖKAÖ is a Likert type measurement
instrument with a rating of 17 items and three factors, including “Perceived
Organizational Support” (8 items) 17, 
“Organizational Belonging” (4 Articles) and “ “Organizational
Communication” (5 Articles) “. The construct validity of ÖÖKAÖ was investigated
by exploratory factor analysis. The factor load values of the items in the
ÖÖKAÖ are between .56 and .89. These three sub-dimensions explain 72.1% of the
total variance related to the perception of organizational identity. The
reliability of the scale was calculated as Cronbach Alpha coefficient (α =
.94), perceived organizational support (α = .94), corporate identity (α = .80)
and internal communication (α = .80). . In addition, the correlation analysis
showed a positive and significant relationship between the perception of
organizational identity and satisfaction from the teaching profession (r = .33,
p <.01). As a result, it can be said that ÖÖKAÖ is a valid and reliable
measurement tool.

References

  • Aksel, I., Serinkan, C., Kiziloglu, M., & Aksoy, B. (2013). Assessment of teachers’ perceptions of organizational citizenship behaviors and psychological empowerment: An empirical analysis in Turkey. Procedia-Social and Behavioral Sciences, 89, 69-73.
  • Aydin, A., Sarier, Y., & Uysal, S. (2011). The Effect of Gender on Organizational Commitment of Teachers: A Meta Analytic Analysis. Educational Sciences: Theory and Practice, 11(2), 628-632.
  • Aydın, A., Yılmaz, K., & Altınkurt, Y. (2013). Positive psychology in educational administration. Journal of Human Sciences, 10(1), 1470-1490.
  • Balay, R., & İpek, C. (2010). Teachers’ perception of organizational culture and organizational commitment in Turkish primary schools. Zeitschrift für die Welt der Türken/Journal of World of Turks, 2(1), 363-384.
  • Baloğlu, N., Karadağ, E., Çalışkan, N., & Korkmaz, T. (2006). İlköğretim öğretmenlerinin mesleki benlik saygısı ve iş doyumları arasındaki ilişkinin değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 345-358.
  • Basar, U., & Sigri, Ü. (2015). Effects of Teachers' Organizational Justice Perceptions on Intention to Quit: Mediation Role of Organizational Identification. Educational Sciences: Theory and Practice, 15(1), 45-59.
  • Boen, F., Vanbeselaere, N., Hollants, K., & Feys, J. (2005). Predictors of pupils’ and teachers’ identification with a merged school. Journal of Applied Social Psychology, 35(12), 2577-2605.
  • Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and teacher education, 20(3), 277-289.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum.
  • Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American educational research journal, 45(3), 597-630.
  • Christ, O., Van Dick, R., Wagner, U., & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73(3), 329-341.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches (Fourth Ed.). United States: Pearson Education.
  • Demir, K. (2015). Teachers’ Organizational Citizenship Behaviors and Organizational Identification in Public and Private Preschools. Procedia-Social and Behavioral Sciences, 174, 1176-1182.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Newbury Park: Sage Publications.
  • Elstad, E., Christophersen, K. A., & Turmo, A. (2011). Social exchange theory as an explanation of organizational citizenship behaviour among teachers. International Journal of Leadership in Education, 14(4), 405-421.
  • Feather, N. T., & Rauter, K. A. (2004). Organizational citizenship behaviours in relation to job status, job insecurity, organizational commitment and identification, job satisfaction and work values. Journal of occupational and organizational psychology, 77(1), 81-94.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gümüş, M., Hamarat, B., Çolak, E., & Duran, E. (2012). Organizational and occupational identification: Relations to teacher satisfaction and intention to early retirement. Career Development International, 17(4), 300-313.
  • Ho-Tang, W. & Mei-Ju, C. (2015). Scale development of taiwan teacher’s sense of organization identification - from the viewpoint of workplace spirituality. Universal Journal of Management, 3(12), 540-552. DOI: 10.13189/ujm.2015.031210
  • Miller, V. D., Allen, M., Casey, M. K., & Johnson, J. R. (2000). Reconsidering the organizational identification questionnaire. Management communication quarterly, 13(4), 626-658.
  • Milli Eğitim Bakanlığı. (2018). 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden ulaşılmıştır.
  • Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.
  • Olkkonen, M. E., & Lipponen, J. (2006). Relationships between organizational justice, identification with organization and work unit, and group-related outcomes. Organizational behavior and human decision processes, 100(2), 202-215.
  • Oplatka, I. (2009). Organizational citizenship behavior in teaching: The consequences for teachers, pupils, and the school. International journal of educational management, 23(5), 375-389.
  • Özdemir, S. (2012). İlköğretim okullarında okul kültürü ile örgütsel sağlık arasındaki ilişki. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 18(4), 599-620.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E., & Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213-224.
  • Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School effectiveness and school improvement, 17(2), 179-199.
  • Sezgin, F. (2009). Examining the relationship between teacher organizational commitment and school health in Turkish primary schools. Educational Research and Evaluation, 15(2), 185-201.
  • Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational administration quarterly, 38(4), 555-577.
  • Tabachnick, B. G. & Fidell, L. S. (2013) Using Multivariate Statistics (Sixth ed.) Pearson, Boston.
  • Taşdan, M. (2013). İlköğretim okullarında örgütsel kimlik algısı ölçeğinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(2), 1-24.Turan, S., Karadağ, E., & Bektaş, F. (2011). Üniversite yapısı içerisinde öğrenen örgüt ve örgütsel bağlılık ilişkisi üzerine bir araştırma. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(4), 627-638.
  • Van Dick, R., & Wagner, U. (2002). Social identification among school teachers: Dimensions, foci, and correlates. European Journal of Work and Organizational Psychology, 11(2), 129-149.
  • Van Dick, R., Grojean, M. W., Christ, O., & Wieseke, J. (2006). Identity and the extra mile: Relationships between organizational identification and organizational citizenship behaviour. British Journal of Management, 17(4), 283-301.
  • Van Dick, R., Wagner, U., Stellmacher, J., & Christ, O. (2004). The utility of a broader conceptualization of organizational identification: which aspects really matter?. Journal of Occupational and Organizational psychology, 77(2), 171-191.

Öğretmen Örgütsel Kimlik Algısı (ÖÖKA) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2019, Issue: 52, 96 - 117, 27.10.2019
https://doi.org/10.21764/maeuefd.568144

Abstract

Bu çalışmanın amacı, okullarda çalışan öğretmenlerin örgütsel kimlik
algıları ölçmeye yönelik, Öğretmen Örgütsel Kimlik Algısı Ölçeği (ÖÖKAÖ)
geliştirmek ve Türkiye’deki öğretmenlerin mesleğinden memnuniyetle örgütsel
kimlik algısı arasındaki ilişkiyi ortaya çıkarmaktır. Araştırma kapsamında
geliştirilen ÖÖKAÖ’nün geçerlik ve güvenirlik çalışmaları 204 (Kadın: 137,
Erkek: 67) öğretmen üzerinde yapılmıştır. Verilerin analiz edilmesinde SPSS
21.00 paket programı kullanılmıştır. ÖÖKAÖ, “Algılanan Kurumsal Destek (8 madde)”, “Kurumsal Aidiyet (4 Madde)” ve “Kurum
İçi
İletişim (5 Madde)” olmak
üzere 17 madde ve üç faktörden oluşan beşli derecelendirmeli likert tipi bir
ölçme aracıdır. ÖÖKAÖ’nün yapı geçerliği, açımlayıcı faktör analizi ile
incelenmiştir. ÖÖKAÖ’de yer alan maddelerin faktör yük de­ğerleri .56 ile .89
arasındadır. Bu üç alt boyut öğretmen örgütsel kimlik algısına ilişkin, toplam
varyansın %72.1’ini açıklamaktadır. ÖÖKAÖ’nün güvenirliği Cronbach Alpha
katsayısı ile hesaplanmış ölçeğin toplamı (α= .94), algılanan kurumsal destek
(α= .94), kurumsal aidiyet (α= .80) ve kurum içi iletişim için (α= .80) olarak
tespit edilmiştir. Ayrıca yapılan korelasyon analizi, örgütsel kimlik algısı ve
mesleğinden memnuniyet arasında pozitif ve manidar bir ilişki olduğunu
göstermiştir (
r= .33, p < .01). Sonuç olarak ÖÖKAÖ’nin
geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

References

  • Aksel, I., Serinkan, C., Kiziloglu, M., & Aksoy, B. (2013). Assessment of teachers’ perceptions of organizational citizenship behaviors and psychological empowerment: An empirical analysis in Turkey. Procedia-Social and Behavioral Sciences, 89, 69-73.
  • Aydin, A., Sarier, Y., & Uysal, S. (2011). The Effect of Gender on Organizational Commitment of Teachers: A Meta Analytic Analysis. Educational Sciences: Theory and Practice, 11(2), 628-632.
  • Aydın, A., Yılmaz, K., & Altınkurt, Y. (2013). Positive psychology in educational administration. Journal of Human Sciences, 10(1), 1470-1490.
  • Balay, R., & İpek, C. (2010). Teachers’ perception of organizational culture and organizational commitment in Turkish primary schools. Zeitschrift für die Welt der Türken/Journal of World of Turks, 2(1), 363-384.
  • Baloğlu, N., Karadağ, E., Çalışkan, N., & Korkmaz, T. (2006). İlköğretim öğretmenlerinin mesleki benlik saygısı ve iş doyumları arasındaki ilişkinin değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 345-358.
  • Basar, U., & Sigri, Ü. (2015). Effects of Teachers' Organizational Justice Perceptions on Intention to Quit: Mediation Role of Organizational Identification. Educational Sciences: Theory and Practice, 15(1), 45-59.
  • Boen, F., Vanbeselaere, N., Hollants, K., & Feys, J. (2005). Predictors of pupils’ and teachers’ identification with a merged school. Journal of Applied Social Psychology, 35(12), 2577-2605.
  • Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and teacher education, 20(3), 277-289.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum.
  • Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American educational research journal, 45(3), 597-630.
  • Christ, O., Van Dick, R., Wagner, U., & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73(3), 329-341.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches (Fourth Ed.). United States: Pearson Education.
  • Demir, K. (2015). Teachers’ Organizational Citizenship Behaviors and Organizational Identification in Public and Private Preschools. Procedia-Social and Behavioral Sciences, 174, 1176-1182.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Newbury Park: Sage Publications.
  • Elstad, E., Christophersen, K. A., & Turmo, A. (2011). Social exchange theory as an explanation of organizational citizenship behaviour among teachers. International Journal of Leadership in Education, 14(4), 405-421.
  • Feather, N. T., & Rauter, K. A. (2004). Organizational citizenship behaviours in relation to job status, job insecurity, organizational commitment and identification, job satisfaction and work values. Journal of occupational and organizational psychology, 77(1), 81-94.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gümüş, M., Hamarat, B., Çolak, E., & Duran, E. (2012). Organizational and occupational identification: Relations to teacher satisfaction and intention to early retirement. Career Development International, 17(4), 300-313.
  • Ho-Tang, W. & Mei-Ju, C. (2015). Scale development of taiwan teacher’s sense of organization identification - from the viewpoint of workplace spirituality. Universal Journal of Management, 3(12), 540-552. DOI: 10.13189/ujm.2015.031210
  • Miller, V. D., Allen, M., Casey, M. K., & Johnson, J. R. (2000). Reconsidering the organizational identification questionnaire. Management communication quarterly, 13(4), 626-658.
  • Milli Eğitim Bakanlığı. (2018). 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden ulaşılmıştır.
  • Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.
  • Olkkonen, M. E., & Lipponen, J. (2006). Relationships between organizational justice, identification with organization and work unit, and group-related outcomes. Organizational behavior and human decision processes, 100(2), 202-215.
  • Oplatka, I. (2009). Organizational citizenship behavior in teaching: The consequences for teachers, pupils, and the school. International journal of educational management, 23(5), 375-389.
  • Özdemir, S. (2012). İlköğretim okullarında okul kültürü ile örgütsel sağlık arasındaki ilişki. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 18(4), 599-620.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E., & Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213-224.
  • Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School effectiveness and school improvement, 17(2), 179-199.
  • Sezgin, F. (2009). Examining the relationship between teacher organizational commitment and school health in Turkish primary schools. Educational Research and Evaluation, 15(2), 185-201.
  • Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational administration quarterly, 38(4), 555-577.
  • Tabachnick, B. G. & Fidell, L. S. (2013) Using Multivariate Statistics (Sixth ed.) Pearson, Boston.
  • Taşdan, M. (2013). İlköğretim okullarında örgütsel kimlik algısı ölçeğinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(2), 1-24.Turan, S., Karadağ, E., & Bektaş, F. (2011). Üniversite yapısı içerisinde öğrenen örgüt ve örgütsel bağlılık ilişkisi üzerine bir araştırma. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(4), 627-638.
  • Van Dick, R., & Wagner, U. (2002). Social identification among school teachers: Dimensions, foci, and correlates. European Journal of Work and Organizational Psychology, 11(2), 129-149.
  • Van Dick, R., Grojean, M. W., Christ, O., & Wieseke, J. (2006). Identity and the extra mile: Relationships between organizational identification and organizational citizenship behaviour. British Journal of Management, 17(4), 283-301.
  • Van Dick, R., Wagner, U., Stellmacher, J., & Christ, O. (2004). The utility of a broader conceptualization of organizational identification: which aspects really matter?. Journal of Occupational and Organizational psychology, 77(2), 171-191.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Hasan Tabak 0000-0003-3923-5133

Mehmet Boyacı This is me 0000-0001-6980-4857

Publication Date October 27, 2019
Submission Date May 20, 2019
Published in Issue Year 2019 Issue: 52

Cite

APA Tabak, H., & Boyacı, M. (2019). Öğretmen Örgütsel Kimlik Algısı (ÖÖKA) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(52), 96-117. https://doi.org/10.21764/maeuefd.568144